2011-2012 test interpretation

Judy Godwin, ELA Assessment Specialist
Gaile Loving, Science Assessment Specialist
1
◦
Overview of 2011-2012 Oklahoma School Testing Program (OSTP)
◦
Assessment Terminology
◦
Report Types
◦
Using the Data
◦
Looking to the Future
��
Contact Information
◦
Questions
2
3
4
OKLAHOMA SCHOOL TESTING PROGRAM
Oklahoma Core Curriculum Tests (OCCT)
Oklahoma Modified Alternative Assessment Program (OMAAP)
Oklahoma Alternate Assessment Program
(OAAP)
Grades 3 –8 and EOI
Grades 3 –8 and
EOI
Grades 3 –8 and
EOI
School improvement requires:
◦
the articulation of higher learning standards. Priority Academic Student Skills (PASS)
◦
the transformation of higher standards into rigorous assessments, and
◦
the expectation of accountability on the part of educators for student achievement, as reflected in test scores.
5
6
1995
Criterion Referenced Tests (5, 8 and 11)
Compliance with NCLB,HB 14142003
2007 ACE OCCT, OMAAP and OAAP testing, high stakes testing for high school graduation
Common Core Assessments 2014-15
Every student enrolled in a tested grade level in an Oklahoma public school must participate in testing.

Students will be administered either
◦
OCCT general assessment aligned to PASS
◦
A Modified Alternative Assessment
aligned to PASS
◦
Oklahoma Alternate Assessment Program (OAAP or “Portfolio”) aligned to Alternative Achievement Standards, which have a different complexity yet are linked to PASS
7

Scores from the assessments evaluate a student’s achievement with respect to PASS.

Test results provide information at the student, class, school, and district level to enable parents and educators to identify strengths and to pursue needed improvements.
11
12

The median is the middle score in a set of ordered scores.

The median is a better measure of central tendency than the mean (average) because it is not affected by extreme scores.
13
14
Objective
Median
%
Student
A
Student
B
Student C
Objective 2.1
100%
100 %
50 %
100 %
Objective 2.2
100%
50 %
100 %
100 %
Standard 2.0
75%
75 %
75 %
100 %
15
Class assessments consider:
Number correct gives grades
A = 90 –100 %
OCCT assessments consider:
Different depths of knowledge
Different test forms
Comparisons across time
16

Describes the process of setting new achievement standards using committees of educational stakeholders.

Standard Setting is a frame of reference for interpreting test scores based upon that one subject and grade level.

“How good is good”? 17

For all general OCCT tests, a scaled score is derived from the number correct and is used to place a student in one of the given performance levels for each content area.

For the OMAAP, a scaled score of 250 is Satisfactory across all grades and content areas.

For the OCCT, a scaled score of 700 is Proficient/Satisfactory across all content areas.

OAAP has specific proficiency scores for each subject.
18
19
Subject
Advanced
Proficient/
Satisfactory
Limited Knowledge
Unsatisfactory
Math
774-900
700-773
642-699
440-641
Reading
833-990
700-832
655-699
400-654
Science
829-990
700-828
647-699
698-646
U.S. History
821-990
700-820
622-699
400-62120
◦
Student/Parent Report
◦
Class Level Report
◦
School Level Report
◦
District Summary Report
◦
Student Score Label
21

Communicates the extent the student has mastered Oklahoma’s PASSstandards and objectives for a particular subject.

Students receive one report per subject.

Provides a list of Web sites to help prepare a student for success.

Should be given to parents no later than October 31stof each school year.
22

Reports provide detailed information to teachers about students’ performance.

Class level reports are produced as:
◦
Summary Report
◦
Student Roster Report

Performance Report by Student Name

Performance Report by OPI
23

Summary Report
◦
Shows the number and percent of students in each performance group.
◦
Shows median percent correct of each PASSstandard.
◦
Provides disaggregated data for each subgroup, performance levels, median OPI, and median percent for objectives.
24

Student Roster Report
◦
Student Name

Provides schools the individual student test results organized alphabetically by student name, grouped by class or school, subject, and test form type (Regular, Equivalent, Braille).

Identifies percent correct for standards and objectives by student.
◦
OPI

Provides schools the individual student test results grouped by performance levels.

Identifies percent correct for each standard and objective.
25

Grades 3-8 Class Level reports are received only if requested at the time of testing.

These reports can be used by administrators as a tool for placement decisions.
26

School level reports are produced as:
◦
Student Roster Report
◦
Summary Report
27

Student Roster Report
◦
Performance Report by Student Name
◦
Performance Report by OPI
28
◦
School Summary Report
◦
Shows the number and percent of students in each performance group.
◦
Shows median percent correct of each PASSstandard.
◦
Shows median OPI Score for each subgroup.
◦
Shows median percent correct for each PASSstandard by subgroup.
29

Report communicates to the district the summary test results of all students in disaggregated form.

Report summarizes results for each subject area tested.
30

Multiple page report:
◦
First page shows the total number of students in district tested.
◦
Following pages show disaggregated group results by performance level for Full Academic Year (FAY), Non-Full Academic Year (NFAY), and Total Tested.
◦
Final pages provide median percent correct by standard and objective.
31
33

Test data is information.

Provides insights into class, school, and district instruction.

“De-emotionalize” data

No blaming students or teachers
34
Remember:

Comparing Median or Median Percent Correct scores across years will show general trends for instructional strengths and weaknesses. The comparison can not take into account changes made to the tests such as revised performance levels or PASSstandards. 35

How many students were tested?

How many were in each performance level?

What data stands out?

What are the highest scoring standards and objectives?

What are the lowest scoring standards and objectives?

Which objectives did your “stronger” or “A” level students struggle with? (scored low)
36
1. What does the data show? (Factual Information)2. Why might this be? (Hypotheses)
37
•
Were assessed skills taught by the time testing occurred? Compare the test blueprint to lesson plans or curriculum pacing guide.
•
Was instruction geared toward textbooks or the PASSstandards? .
•
Was class time used efficiently?3.
How should we respond?
(Plan for action)

Compare and reestablish a pacing guide to ensure all assessed skills have been taught at least two weeks prior to the testing window.

Implement instructional strategies that reach all students.

Provide professional development for academic areas and skills that need improvement.
38

Are remediation classes available for students who do not pass the assessments?
Will remediation be accomplished during the summer, extended teaching day or a required class?
Will individualized tutoring or an online computer program be part of the plan?
What types of curriculum adjustments will be made?
394. How will you measure success?

List at least three strategies you will implement and that student learning and test performance will be used as evidence that the strategies were successful or not.

Think about including, next year’s testing results (what % of growth you will expect). What teaching methods will change? Will you implement remediation? Be specific!
40





Improving Vocabulary Grade 6: 1.1 Words in Context
Increase Median Percent to 75%
Instructional Strategies
Student Monitoring
Test Scores
Goal Met
Goal Not Met
Notes
Introduce word-write sentence using the word.
Participation
75% or better
yes
no
What worked and why
Highlight word in reading passage
Review
Review at later date—10 days—retention check
Grade
Illustrate word for word wall
Grade for comprehension and retention
41

Links to Achieve Best Practice

Ideas and Promising Programs for High Schools

Academic Interventions to Help Students meet Rigorous Standards

Test and Item Specification Documents

Test Blueprints

Parent Student Teacher Guides

Online Practice Tests
State Department of Education Web site
<www.sde.state.ok.us>
42
43
44
• PASS 2011 skills to be taught. • Operational items are based on PASS 2002. • Field test items are based on PASS 2011. Spring 2011 Summer 2011 2011-12 2012-13 • Both operational items and field test items based on PASS 2011. • New PASS standards were adopted. • Assessment documents are realigned. • Newly aligned items for field test are approved. Next Generation Science Standards (“Science Common Core’') is scheduled for release in 2012. SScciieennccee TTrraannssiittiioonn PPrroocceessss 4546
•Math and Reading results in Grades 3-8
•End-of-Instruction Algebra I and English II results
Oklahoma School Testing Program
•ACT results (composite and participation)
•College Remediation (Math and English)
•Advanced Placement Participation
Academic Excellence
•Attendance Rate
•Graduation Rate
•Drop-out Rate
School Completion47
◦
Four-year adjusted Cohort Graduation Rate and an extended-year adjusted cohort graduation rate
◦
Effective beginning with the graduating class of 2011-12. (First-time freshmen 2008-2009)
# of students who earned a regular high school diploma by
the end of the 2011-2012 school year
# of students who form the adjusted 9thgrade cohort
First time freshmen 2008-2009 + students who transfer in,
–students who transfer out, emigrate or become deceased during the 2008-09, 2009-10, 2010-11, and 2011-12 school years.
48

Only students earning standard diplomas are counted as graduates.

Withdrawal from cohort must be confirmed in writing or electronically .

Graduation reports will be reported in aggregated and disaggregated form.

Extended year = four or five years with a regular diploma/ # of students in cohort
◦
Will be reported separately from the four-year adjusted cohort graduation rate
49

New goal, 100% graduation rate

2012-2013 graduation rates will become the baseline year.

Minimum percentage of growth targets shall be 20% of the difference between the graduation rate and the 100% graduation rate.

Districts have two years to meet growth targets.
50

School districts/sites which fail to meet the expected growth targets at the end of the initial two years
1.
Submit a high school graduation improvement plan to their district board of education, and
2.
Based upon funding, participate in technical assistance and training to reduce the drop-out rates and improve graduation rates. 51

Districts/sites will receive letter grades and these will be reported as part of the API.

Grade considerations will include:
◦
OSTP test scores
◦
students’ increase in reading and math scores
◦
increase in achievement for the lowest 25% of a
district’s students, and
◦
whole school improvement.

Rules which guide implementation of legislation will be forthcoming.
52

A= school is making excellent progress

B = school is making above average progress

C = school is making satisfactory progress

D = school is making less that satisfactory progress

F = School is failing to make adequate progress.

School will not receive a grade if the number of students tested is less than the minimum sample size.
53

Alternate test options added
sde.state.ok.us/Curriculum/ACE/Resources

End-of-Course Projects available for all seven of the EOI assessed subjects.
54
Student Transcripts
◦
All EOI performance levels (including limited knowledge and unsatisfactory ) shall be reported on the student’s transcript.
◦
Transcript may onlyreflect the student’s official EOI test score.
◦
Statement of meeting graduation requirement
ACE Cumulative Record
•
Used to track retake opportunities,
•
Alternate test scores,
•
End-of-Course Projects,
•
Modified Proficiency Scores, or other exceptions and exemptions.
55
56

School districts should have developed and begun implementing a plan for transitioning from the Priority Academic Student Skills(PASS) to the Common Core State Standards(CCSS).

Resources are available including a Transition Plan Template, Guiding Questions, etc.

http://www.sde.state.ok.us/Curriculum/CommonCore 57

Common assessments aligned to the Common Core State Standards will not be fully implemented prior to the 2014 –2015 school year. 65
59
SY 2011-12 Development begins
SY 2012-13 First year pilot/field testing and
related research and data collection
research and data collection
SY 2013-14 Second year pilot/field testing and related research and data collection
SY 2014-15 Full administration of PARCC assessments
SY 2010-11 Launch and design phase
Summer 2015 Set achievement levels, including college-ready performance levels60

Web site:
◦
www.sde.state.ok.us
◦
Click on “Site Index”
◦
Click on “Accountability and Assessments”

By phone or fax:
◦
Phone (405) 521-3341
◦
Fax (405) 522-6272
61
36
Joyce DeFehr, Executive Director of State Testing
Joyce_DeFehr@sde.state.ok.us

Judy Godwin, Assessment Specialist (ELA & Social Studies)
Judy_Godwin@sde.state.ok.us

Scott Goldman, Director of Research and Evaluation
Scott_Goldman@sde.state.ok.us

Gaile Loving, Assessment Specialist (Science and AAMP)
Gaile_Loving@sde.state.ok.us
62
63
Questions?

Click tabs to swap between content that is broken into logical sections.

Judy Godwin, ELA Assessment Specialist
Gaile Loving, Science Assessment Specialist
1
◦
Overview of 2011-2012 Oklahoma School Testing Program (OSTP)
◦
Assessment Terminology
◦
Report Types
◦
Using the Data
◦
Looking to the Future
��
Contact Information
◦
Questions
2
3
4
OKLAHOMA SCHOOL TESTING PROGRAM
Oklahoma Core Curriculum Tests (OCCT)
Oklahoma Modified Alternative Assessment Program (OMAAP)
Oklahoma Alternate Assessment Program
(OAAP)
Grades 3 –8 and EOI
Grades 3 –8 and
EOI
Grades 3 –8 and
EOI
School improvement requires:
◦
the articulation of higher learning standards. Priority Academic Student Skills (PASS)
◦
the transformation of higher standards into rigorous assessments, and
◦
the expectation of accountability on the part of educators for student achievement, as reflected in test scores.
5
6
1995
Criterion Referenced Tests (5, 8 and 11)
Compliance with NCLB,HB 14142003
2007 ACE OCCT, OMAAP and OAAP testing, high stakes testing for high school graduation
Common Core Assessments 2014-15
Every student enrolled in a tested grade level in an Oklahoma public school must participate in testing.

Students will be administered either
◦
OCCT general assessment aligned to PASS
◦
A Modified Alternative Assessment
aligned to PASS
◦
Oklahoma Alternate Assessment Program (OAAP or “Portfolio”) aligned to Alternative Achievement Standards, which have a different complexity yet are linked to PASS
7

Scores from the assessments evaluate a student’s achievement with respect to PASS.

Test results provide information at the student, class, school, and district level to enable parents and educators to identify strengths and to pursue needed improvements.
11
12

The median is the middle score in a set of ordered scores.

The median is a better measure of central tendency than the mean (average) because it is not affected by extreme scores.
13
14
Objective
Median
%
Student
A
Student
B
Student C
Objective 2.1
100%
100 %
50 %
100 %
Objective 2.2
100%
50 %
100 %
100 %
Standard 2.0
75%
75 %
75 %
100 %
15
Class assessments consider:
Number correct gives grades
A = 90 –100 %
OCCT assessments consider:
Different depths of knowledge
Different test forms
Comparisons across time
16

Describes the process of setting new achievement standards using committees of educational stakeholders.

Standard Setting is a frame of reference for interpreting test scores based upon that one subject and grade level.

“How good is good”? 17

For all general OCCT tests, a scaled score is derived from the number correct and is used to place a student in one of the given performance levels for each content area.

For the OMAAP, a scaled score of 250 is Satisfactory across all grades and content areas.

For the OCCT, a scaled score of 700 is Proficient/Satisfactory across all content areas.

OAAP has specific proficiency scores for each subject.
18
19
Subject
Advanced
Proficient/
Satisfactory
Limited Knowledge
Unsatisfactory
Math
774-900
700-773
642-699
440-641
Reading
833-990
700-832
655-699
400-654
Science
829-990
700-828
647-699
698-646
U.S. History
821-990
700-820
622-699
400-62120
◦
Student/Parent Report
◦
Class Level Report
◦
School Level Report
◦
District Summary Report
◦
Student Score Label
21

Communicates the extent the student has mastered Oklahoma’s PASSstandards and objectives for a particular subject.

Students receive one report per subject.

Provides a list of Web sites to help prepare a student for success.

Should be given to parents no later than October 31stof each school year.
22

Reports provide detailed information to teachers about students’ performance.

Class level reports are produced as:
◦
Summary Report
◦
Student Roster Report

Performance Report by Student Name

Performance Report by OPI
23

Summary Report
◦
Shows the number and percent of students in each performance group.
◦
Shows median percent correct of each PASSstandard.
◦
Provides disaggregated data for each subgroup, performance levels, median OPI, and median percent for objectives.
24

Student Roster Report
◦
Student Name

Provides schools the individual student test results organized alphabetically by student name, grouped by class or school, subject, and test form type (Regular, Equivalent, Braille).

Identifies percent correct for standards and objectives by student.
◦
OPI

Provides schools the individual student test results grouped by performance levels.

Identifies percent correct for each standard and objective.
25

Grades 3-8 Class Level reports are received only if requested at the time of testing.

These reports can be used by administrators as a tool for placement decisions.
26

School level reports are produced as:
◦
Student Roster Report
◦
Summary Report
27

Student Roster Report
◦
Performance Report by Student Name
◦
Performance Report by OPI
28
◦
School Summary Report
◦
Shows the number and percent of students in each performance group.
◦
Shows median percent correct of each PASSstandard.
◦
Shows median OPI Score for each subgroup.
◦
Shows median percent correct for each PASSstandard by subgroup.
29

Report communicates to the district the summary test results of all students in disaggregated form.

Report summarizes results for each subject area tested.
30

Multiple page report:
◦
First page shows the total number of students in district tested.
◦
Following pages show disaggregated group results by performance level for Full Academic Year (FAY), Non-Full Academic Year (NFAY), and Total Tested.
◦
Final pages provide median percent correct by standard and objective.
31
33

Test data is information.

Provides insights into class, school, and district instruction.

“De-emotionalize” data

No blaming students or teachers
34
Remember:

Comparing Median or Median Percent Correct scores across years will show general trends for instructional strengths and weaknesses. The comparison can not take into account changes made to the tests such as revised performance levels or PASSstandards. 35

How many students were tested?

How many were in each performance level?

What data stands out?

What are the highest scoring standards and objectives?

What are the lowest scoring standards and objectives?

Which objectives did your “stronger” or “A” level students struggle with? (scored low)
36
1. What does the data show? (Factual Information)2. Why might this be? (Hypotheses)
37
•
Were assessed skills taught by the time testing occurred? Compare the test blueprint to lesson plans or curriculum pacing guide.
•
Was instruction geared toward textbooks or the PASSstandards? .
•
Was class time used efficiently?3.
How should we respond?
(Plan for action)

Compare and reestablish a pacing guide to ensure all assessed skills have been taught at least two weeks prior to the testing window.

Implement instructional strategies that reach all students.

Provide professional development for academic areas and skills that need improvement.
38

Are remediation classes available for students who do not pass the assessments?
Will remediation be accomplished during the summer, extended teaching day or a required class?
Will individualized tutoring or an online computer program be part of the plan?
What types of curriculum adjustments will be made?
394. How will you measure success?

List at least three strategies you will implement and that student learning and test performance will be used as evidence that the strategies were successful or not.

Think about including, next year’s testing results (what % of growth you will expect). What teaching methods will change? Will you implement remediation? Be specific!
40





Improving Vocabulary Grade 6: 1.1 Words in Context
Increase Median Percent to 75%
Instructional Strategies
Student Monitoring
Test Scores
Goal Met
Goal Not Met
Notes
Introduce word-write sentence using the word.
Participation
75% or better
yes
no
What worked and why
Highlight word in reading passage
Review
Review at later date—10 days—retention check
Grade
Illustrate word for word wall
Grade for comprehension and retention
41

Links to Achieve Best Practice

Ideas and Promising Programs for High Schools

Academic Interventions to Help Students meet Rigorous Standards

Test and Item Specification Documents

Test Blueprints

Parent Student Teacher Guides

Online Practice Tests
State Department of Education Web site
42
43
44
• PASS 2011 skills to be taught. • Operational items are based on PASS 2002. • Field test items are based on PASS 2011. Spring 2011 Summer 2011 2011-12 2012-13 • Both operational items and field test items based on PASS 2011. • New PASS standards were adopted. • Assessment documents are realigned. • Newly aligned items for field test are approved. Next Generation Science Standards (“Science Common Core’') is scheduled for release in 2012. SScciieennccee TTrraannssiittiioonn PPrroocceessss 4546
•Math and Reading results in Grades 3-8
•End-of-Instruction Algebra I and English II results
Oklahoma School Testing Program
•ACT results (composite and participation)
•College Remediation (Math and English)
•Advanced Placement Participation
Academic Excellence
•Attendance Rate
•Graduation Rate
•Drop-out Rate
School Completion47
◦
Four-year adjusted Cohort Graduation Rate and an extended-year adjusted cohort graduation rate
◦
Effective beginning with the graduating class of 2011-12. (First-time freshmen 2008-2009)
# of students who earned a regular high school diploma by
the end of the 2011-2012 school year
# of students who form the adjusted 9thgrade cohort
First time freshmen 2008-2009 + students who transfer in,
–students who transfer out, emigrate or become deceased during the 2008-09, 2009-10, 2010-11, and 2011-12 school years.
48

Only students earning standard diplomas are counted as graduates.

Withdrawal from cohort must be confirmed in writing or electronically .

Graduation reports will be reported in aggregated and disaggregated form.

Extended year = four or five years with a regular diploma/ # of students in cohort
◦
Will be reported separately from the four-year adjusted cohort graduation rate
49

New goal, 100% graduation rate

2012-2013 graduation rates will become the baseline year.

Minimum percentage of growth targets shall be 20% of the difference between the graduation rate and the 100% graduation rate.

Districts have two years to meet growth targets.
50

School districts/sites which fail to meet the expected growth targets at the end of the initial two years
1.
Submit a high school graduation improvement plan to their district board of education, and
2.
Based upon funding, participate in technical assistance and training to reduce the drop-out rates and improve graduation rates. 51

Districts/sites will receive letter grades and these will be reported as part of the API.

Grade considerations will include:
◦
OSTP test scores
◦
students’ increase in reading and math scores
◦
increase in achievement for the lowest 25% of a
district’s students, and
◦
whole school improvement.

Rules which guide implementation of legislation will be forthcoming.
52

A= school is making excellent progress

B = school is making above average progress

C = school is making satisfactory progress

D = school is making less that satisfactory progress

F = School is failing to make adequate progress.

School will not receive a grade if the number of students tested is less than the minimum sample size.
53

Alternate test options added
sde.state.ok.us/Curriculum/ACE/Resources

End-of-Course Projects available for all seven of the EOI assessed subjects.
54
Student Transcripts
◦
All EOI performance levels (including limited knowledge and unsatisfactory ) shall be reported on the student’s transcript.
◦
Transcript may onlyreflect the student’s official EOI test score.
◦
Statement of meeting graduation requirement
ACE Cumulative Record
•
Used to track retake opportunities,
•
Alternate test scores,
•
End-of-Course Projects,
•
Modified Proficiency Scores, or other exceptions and exemptions.
55
56

School districts should have developed and begun implementing a plan for transitioning from the Priority Academic Student Skills(PASS) to the Common Core State Standards(CCSS).

Resources are available including a Transition Plan Template, Guiding Questions, etc.

http://www.sde.state.ok.us/Curriculum/CommonCore 57

Common assessments aligned to the Common Core State Standards will not be fully implemented prior to the 2014 –2015 school year. 65
59
SY 2011-12 Development begins
SY 2012-13 First year pilot/field testing and
related research and data collection
research and data collection
SY 2013-14 Second year pilot/field testing and related research and data collection
SY 2014-15 Full administration of PARCC assessments
SY 2010-11 Launch and design phase
Summer 2015 Set achievement levels, including college-ready performance levels60

Web site:
◦
www.sde.state.ok.us
◦
Click on “Site Index”
◦
Click on “Accountability and Assessments”

By phone or fax:
◦
Phone (405) 521-3341
◦
Fax (405) 522-6272
61
36
Joyce DeFehr, Executive Director of State Testing
Joyce_DeFehr@sde.state.ok.us

Judy Godwin, Assessment Specialist (ELA & Social Studies)
Judy_Godwin@sde.state.ok.us

Scott Goldman, Director of Research and Evaluation
Scott_Goldman@sde.state.ok.us

Gaile Loving, Assessment Specialist (Science and AAMP)
Gaile_Loving@sde.state.ok.us
62
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Questions?